The Linguist

Chartered Institute of Linguists WINTER 2025 The Linguist 11 FEATURES W hy do adults learn languages? Since 2010, I've had the privilege of teaching languages to adults of various ages and socioeconomic, educational and ethnic backgrounds, and I have met students with a remarkable range of life experiences and ambitions. Some were preparing to move to Germany for work, others were studying for various exams. There was an opera singer hoping to conquer the stage in German-speaking countries, a lawyer planning an international career and a young scholar researching German post-war history. Family ties were another recurring theme: people seeking to talk to their partners and in-laws in their native tongue, or reconnect to their roots. Major life transitions motivate some: reviving a childhood passion after retirement or recovering from illness. Each learner brings their own motivations, anxieties and aspirations, yet they share one hope: that learning a language might enrich their lives, build confidence and foster connection. Through the years, I have come to realise that language learning and wellbeing are deeply intertwined. Lessons are not merely a place to learn vocabulary and grammar; they are very enriching on an emotional and social level. The sense of progress and intellectual discovery, and being part of a supportive community, can shape how learners see themselves far beyond the classroom. Adult learners frequently juggle complex lives with multiple work and family commitments, so what is the key to their motivation, and how can they be encouraged to find time and energy for language classes? The answer is enjoyment and wellbeing. Why wellbeing matters According to Jean-Marc Dewaele, the dominant view of language learning has long been that it results from "variables such as aptitude, working memory, musical ability, and teaching strategies". However, recent research also acknowledges "the elephant in the room": emotions. 1 Wellbeing in adult education encompasses emotional, social and psychological dimensions. Psychologist Martin Seligman's PERMA model (Positive emotion, Engagement, Relationships, Meaning and Accomplishment) offers a practical framework for understanding how students can flourish in learning contexts. 2 Applying PERMA principles encourages personal growth and improved mental health, leading to sustained happiness and fulfilment. Adults often pursue study with goals beyond purely academic achievement: cognitive stimulation, social connection, personal growth or career development. When lessons align with these goals, motivation and persistence increase, creating more positive outcomes. The emergence of positive psychology has encouraged a holistic approach. Self- Determination Theory (SDT) emphasises three core psychological needs: autonomy, competence and relatedness. Learners who feel they have choice and control (autonomy), are making progress and achieving mastery (competence) and experience meaningful Are languages good for our health? Anna Rioland explores the ways wellbeing and language learning are intertwined The learning pill PEER SUPPORT Social interactions are vital to learner wellbeing © SHUTTERSTOCK

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